By clarifying what global learning is and how it is essential to higher education, this article considers what global learning provides for teaching, learning, and internationalization in higher education. It demonstrates how the global nature of knowledge and learning in the 21st century requires a re-definition of classrooms and learning environments that recognizes how knowledge production today is a collective, global, and diverse process. The article suggests a number of foundational principles for global learning, including relational approaches, reflection, contextualized knowledge, perspective shifting, disorientation, responsibility, and an ability to navigate the general and the particular. It concludes by revealing how a global learning framework has benefits beyond teaching and learning and how it can contribute to the deliberate internationalization of higher education.

Internationalization of the curriculum is arguably a key strategy to developing and sustaining campus-wide internationalization. Using Becher and Trowler’s (2001) categorization of the disciplines, this qualitative study examined how 37 faculty members situate internationalization in the context of the disciplines. Disciplinary knowledge is viewed here as reflecting real-world differences in subject matter relative to internationalization. Findings indicate that internationalization manifest in different ways relative to the subjective–objective and the applied or pure qualities of the discipline categories, specifically in value of local culture and language, and the influence of global forces. It is argued here that institutions will be well served if specific qualities of the academic disciplines, a subset of university culture, and its subsequent impact on organizational development were considered in the strategic planning process supporting internationalization.

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Many teacher education programs have adopted a cohort structure which offers attractive administrative and organizational benefits while promoting classroom community. This study examines one urban teacher preparation program that employed a cohort model. Using focus groups and survey data, this mixed methods study compared results on the basis of race and gender. Findings suggest that while the cohort structure created a strong classroom community among the majority of students, specific minority populations in the program (men and students of color) were excluded from the social benefits associated with the cohort model. This study identified active social systems of silencing and exclusion and outlines implications for hiring practices, curriculum, and faculty development.

This multi-case qualitative study involving 54 academics examines the interplay between university culture and ideology in supporting and impeding internationalisation. Implementation of internationalisation can often be thwarted by divergent and contradictory understandings of internationalisation and by the organisational culture in which it takes place. Highlighted here is the false dichotomy of serving either the local or the global community and the influence of market forces on motivations to engage in internationalisation. Findings indicate that organisational change is impeded by divergent understandings and conflicting goals of academic membership relating to internationalisation but identifies strategic planning as a mechanism to support and strengthen cultural readiness for internationalisation.